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ERIC Number: EJ1208026
Record Type: Journal
Publication Date: 2019
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0737-0008
History Assessments of Thinking: A Validity Study
Smith, Mark; Breakstone, Joel; Wineburg, Sam
Cognition and Instruction, v37 n1 p118-144 2019
This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school students were used to examine the thinking elicited by 8 HATs and multiple-choice versions of these tasks. Results showed that although both HATs and multiple-choice items tapped historical thinking processes, HATs better reflected student proficiency in historical thinking than their multiple-choice counterparts. Item format also influenced the thinking elicited, with multiple-choice items eliciting more instances of construct-irrelevant reasoning than the constructed-response versions. Implications for history assessment are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Library of Congress
Authoring Institution: N/A